Childminder in Lancashire

Inspection date 11 April 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The skilled and experienced childminder closely observes children's play and accurately assesses their development. She has a good knowledge of how children learn and this helps them to achieve their next steps in learning. n The childminder plans challenging activities in response to children's interests. Children choose and lead their own play from a broad range of indoor and outdoor activities, resources and equipment. They are confident, independent and motivated learners. n The childminder and her co-childminder develop exceptionally close relationships with children, who clearly enjoy their time with them. Children form strong friendships with each other. They demonstrate high levels of emotional security and self-esteem within the setting. n The childminder provides very good support for children who speak English as an additional language. She teaches children English effectively, while also respecting and

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This provision is good

encouraging their home language to support their sense of identity. For example, the childminder finds out words from parents in children's home language and uses them in the setting. n Children develop a genuine love of books and thoroughly enjoy listening to stories. They often sit on the sofa and choose to look at their favourite books. This helps children to develop good early literacy skills in readiness for school. n On occasions, creative activities are more adult-led and focus on an end product, rather than the learning that is taking place. This does not provide children with extensive opportunities to express their own thoughts and ideas. n The childminder does not have highly effective arrangements in place to help parents to further extend their child's learning at home.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n provide a wider range of opportunities for children to express their own thoughts and ideas, to help to enhance their good creative skills even further n explore more ways to share information with parents, to help them to further support their children's learning at home and promote high levels of consistency and continuity for children.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector talked to children and the childminder at appropriate times throughout the inspection. n The inspector completed an evaluation of a planned adult-led activity with the childminder. n The inspector looked at relevant documentation, including children's records, safeguarding policies and procedures and evidence of the suitability of the childminder and other adults living and working on the premises. n The inspector took account of the views of parents from written statements and feedback on questionnaires obtained by the childminder.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder fully understands the procedures for recognising and reporting concerns to promote and safeguard children's health and welfare. The childminder makes effective use of her self-evaluation process to identify areas for development of the provision. Parents' views are included in the process. The childminder and the co-minder observe each other's practice and reflect on their strengths and areas for development. For example, they discuss how they can develop and extend activities to improve learning outcomes for children. This helps to improve the quality of teaching and children's overall learning experiences. The childminder uses information from parents about children's learning when they first start. This helps her to plan activities that build on their existing knowledge and skills. She has good arrangements in place to monitor children's progress. This enables her to quickly identify

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Effectiveness of leadership and management is good

any gaps in their learning and, with permission from parents, seek external intervention if necessary.

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Quality of teaching, learning and assessment is good

The childminder places a strong focus on helping children to acquire good communication and language skills. She teaches children new words, such as 'swishy, swashy', stumble trip, squelch' and 'splish, splosh' to help to extend their vocabulary. Children join in with repeated phrases when they re-enact a favourite story. For example, 'We can't go over it', we can't go under it, we've got to go through it'. The childminder uses actions to demonstrate 'under, over' and 'through' to help to further enhance children's communication and language development. The childminder encourages babies to become mobile and develop good physical skills. For example, she places their favourite toys just beyond their reach, to encourage their stretching and crawling.

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Personal development, behaviour and welfare are good

Babies and children demonstrate warm relationships with the childminder. They seek her out for comfort and reassurance and enjoy snuggling up to the childminder to engage in activities. The childminder uses praise and encouragement to good effect. She promotes positive behaviour and helps children to understand their own feelings and the feelings of others. For example, she asks them how the bear in the story is feeling. Children say, 'He is sad'. She asks them what they could do to make him feel better. Children say, 'We could be his friend'. Their behaviour is good. The childminder encourages children to manage their own self-care needs, whenever possible, from when they first start at the setting. Children learn to put on their own coats, socks and shoes with remarkable skill for their age. They develop very good levels of independence.

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Outcomes for children are good

All children, including those who speak English as an additional language, make good progress in relation to their individual starting points. They develop a good understanding of the world around them and equality and diversity. For example, children learn why people wear glasses and about the similarities and differences between people and communities. Overall, children acquire a wide range of skills that help to prepare them well for school.

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Setting details

Unique reference number EY540971 Local authority Lancashire Inspection number 10089894 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 2 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and cares for children at her daughter's home in Shawforth, Rochdale. She operates from 7.30am to 5.30pm all year round from Monday to Thursday, except for bank holidays and family holidays. The childminder works with a co- childminder. She provides funded education for two-, three and four-year-old children.

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Registers

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Registers

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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